Materials Science Teaching Module as Adjunct to Introductory Chemistry

Gulden, T. D.; Norton, Kirk P.; Streckert, Holger H.; Woolf, L. D.; Baron, Joseph A.; Brammer, Shauna C.; Ezell, Danine L.; Wynn, Roger D.

doi:10.1021/ed074p785

Cited by 3 publications

(5 citation statements)

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“…In contrast, everyone has experience with the world around us. , Anyone can understand that metal is different from plastic. Anyone can be engaged in the study of structure, because it brings back that gee-whiz fascination with everyday things that initially attracts many students to science …”

Section: New Models For Chemistrymentioning

confidence: 99%

“…Anyone can be engaged in the study of structure, because it brings back that gee-whiz fascination with everyday things that initially attracts many students to science. 16 It may well be that the currently widespread approach to the chemical curriculum is simply the best way to arrive at an understanding of chemistry, and ought to be preserved. However, a choice made without the consideration of alternatives is hardly rational.…”

Section: ■ New Models For Chemistrymentioning

confidence: 99%

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Developing and Implementing a Reorganized Undergraduate Chemistry Curriculum Based on the Foundational Chemistry Topics of Structure, Reactivity, and Quantitation

et al. 2014

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The recent revision of undergraduate curricular guidelines from the American Chemical Society Committee on Professional Training (ACS-CPT) has generated interest in examining new ways of organizing course sequences both for chemistry majors and for nonmajors. A radical reconstruction of the foundation-level chemistry curriculum is presented in which content has been reorganized into three sequences: structure, reactivity, and quantitation. It is proposed that these three areas represent fundamental aspects of chemistry that cross traditional domains and allow students to more quickly appreciate the breadth of the field. An overview of these sequences in the chemistry curriculum at CSB/SJU is described.

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Section: New Models For Chemistrymentioning

confidence: 99%

Section: ■ New Models For Chemistrymentioning

confidence: 99%

Developing and Implementing a Reorganized Undergraduate Chemistry Curriculum Based on the Foundational Chemistry Topics of Structure, Reactivity, and Quantitation

et al. 2014

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“…The ACS (13) has published a companion text on materials science that can be used as part of a general chemistry curriculum and numerous articles in this Journal (14)(15)(16) have offered additional resources for instructors who wish to incorporate materials science concepts into their curricula. In introductory or high school classes it provides a way to address deep-seated misconceptions about the structure of matter at the atomic scale.…”

Section: Instructional Applicationsmentioning

confidence: 99%

“…Lastly, there is growing interest in the inclusion of materials science concepts in the general chemistry curriculum. The ACS (13) has published a companion text on materials science that can be used as part of a general chemistry curriculum and numerous articles in this Journal (14)(15)(16) have offered additional resources for instructors who wish to incorporate materials science concepts into their curricula. This demonstration would fit well within any of these instructional programs.…”

Section: Instructional Applicationsmentioning

confidence: 99%

Demonstrating Void Space in Solids: A Simple Demonstration To Challenge a Powerful Misconception

Whitfield

Vitz

2006

J. Chem. Educ.

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The concept of bridging analogies is used in a simple demonstration to illustrate the substantial quantity of empty space that remains when solid spheres are packed together. The same demonstration also shows that the percentage of empty space is independent of particle size. The demonstration addresses persistent misconceptions about the atomic structure of solids and can help students form an appropriate mental model of the solid state. It can be used in a curriculum that emphasizes materials science or in any introductory chemistry course.

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“…From Fall 1994 to the present, we have been revising the content of both the lecture and lab in Chem 124/5. The revised approach stresses materials science and the solid state (2,3), the use of computers in laboratory for data acquisition, molecular modeling, tutorials, and simulations, and an increase in the expectations for student entrants to the sequence.…”

Section: History Of Course and Facility Developmentmentioning

confidence: 99%

An Integrated Lecture-Laboratory Environment for General Chemistry

Bailey¹,

Kingsbury

Kulinowski

et al. 2000

J. Chem. Educ.

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This paper describes the physical attributes and uses of an integrated learning environment for a large-enrollment general chemistry course sequence. The room was opened in Spring Quarter 1997 and 2000 students have passed through its doors since then. The facility is one in which experimentation, collaborative student involvement, lecture, technology, and individual attention can be maximized for more effective learning (1). With it we hope to foster a healthy spirit of pedagogical experimentation in a modern technological environment-education for a new millennium. See our Web site at http://chemweb.calpoly.edu/chem for links to laboratory experiments, current instructors' pages, and other course materials.

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Materials Science Teaching Module as Adjunct to Introductory Chemistry

Cited by 3 publications

References 0 publications

Developing and Implementing a Reorganized Undergraduate Chemistry Curriculum Based on the Foundational Chemistry Topics of Structure, Reactivity, and Quantitation

Developing and Implementing a Reorganized Undergraduate Chemistry Curriculum Based on the Foundational Chemistry Topics of Structure, Reactivity, and Quantitation

Demonstrating Void Space in Solids: A Simple Demonstration To Challenge a Powerful Misconception

An Integrated Lecture-Laboratory Environment for General Chemistry

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